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The Revue internationale d’éducation de Sèvres is a journal focused on education and training across the world. It is published by the Centre international d’études pédagogiques (CIEP), which is a member of the Sorbonne Universités.

The journal publishes three issues a year in French. Issues are aimed at education policymakers and practitioners as well as academics and researchers in the humanities and social sciences with an interest in education issues.

The journal’s international focus is reflected by its authors, most of whom come from the country or countries studied in each issue. Articles are written from a research perspective and issues are organised around a central theme that is currently being discussed on the international stage. Each issue also provides information and documentary resources in the field of educational policies or teaching practices.

The journal works with an international scientific board and editorial committee, which convene at regular intervals. Since the journal was founded in 1994, it has published texts by 850 authors from 100 countries. The journal is listed in various international rankings and databases. In 2012, it joined the OpenEdition humanities and social sciences publishing platform. Its issues are available in open access two years after they are published on

Latest issue
73 | 2016
Ce que l’école enseigne à tous

What school teaches everyone
Lo que la escuela enseña a todos

Do all countries share the objective of providing common schooling to all pupils, and to what ends?
Starting out from this question, Issue 73 of the Revue internationale d’éducation de Sèvres examines the content of mandatory schooling in a dozen countries. Is the content conceived as common to all pupils? Is there a social consensus on this subject? Does what is called “common” have the same meaning from one country to the next? Which content is prioritized?
The authors analyze the context in their country (Algeria, France, Liberia, Quebec, Romania, Scotland/England, Spain, Vietnam), and show that in each country these issues possess strong political significance.
In these different societies, there are certainly many political reasons to wish for common schooling, whether in terms of citizenship, the creation of a common culture, or the fight against inequalities.
Yet the consensus on these policies and their aims does not seem self-evident in any of the countries studied, whether in terms of the extent of the common curriculum to be defined, or the content to be prioritized. Furthermore, the development of different forms of an education market or quasi-market has joined with ideological oppositions to compromise the very notion of common schooling, which as an objective remains permanently under pressure in many education systems.